table of contents - cabarrus county schools€¦ · table of contents topic choice
TRANSCRIPT
Table of Contents TOPIC CHOICE ........................................................................................................................................... 5
Selecting the Topic ................................................................................................................................... 5
Narrowing the Topic ................................................................................................................................. 5
Finding Reliable Sources .......................................................................................................................... 6
Spotlighting the Sources ........................................................................................................................... 6
SOURCE CARDS………………………….……………………………………………………………….7
Creating Source Cards .............................................................................................................................. 7
Procedures for Making Your own Cards .................................................................................................. 7
TAKING NOTES ......................................................................................................................................... 8
NOTE CARDS FOR RESEARCH ............................................................................................................... 9
Finding Their Purpose and Application .................................................................................................... 9
Why write on note cards? ......................................................................................................................... 9
What information is needed on these cards? ............................................................................................ 9
Examples of a quote, paraphrase, and summary of the same passage .................................................... 10
How will the note cards be organized? ................................................................................................... 11
What should they look like? ................................................................................................................... 11
More Examples of Quoting, Paraphrasing, and Summarizing ............................................................... 12
Quoting ................................................................................................................................................... 12
Paraphrasing ........................................................................................................................................... 12
Summarizing ........................................................................................................................................... 12
DEVELOPING YOUR THESIS ................................................................................................................ 13
Thesis: Just what do you intend to prove in this paper? ........................................................................ 13
Sample Thesis Statements ...................................................................................................................... 13
How to Generate a Thesis Statement if the Topic is Assigned ............................................................... 14
How to Generate a Thesis Statement if the Topic is not Assigned ......................................................... 14
THE OUTLINE .......................................................................................................................................... 16
WRITING THE ROUGH DRAFT OF THE RESEARCH PAPER ........................................................... 18
Tips for Making the First Draft Easier ................................................................................................... 18
General Guidelines ............................................................................................................................. 18
Specific Directions ............................................................................................................................. 18
INTEGRATING QUOTATIONS INTO A PAPER ................................................................................... 19
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When to Paraphrase vs. When to Quote ................................................................................................. 19
Using Signal Phrases .............................................................................................................................. 19
With a complete sentence followed by a colon .................................................................................. 20
With an incomplete sentence, followed by a comma ......................................................................... 20
With a statement that ends in that ...................................................................................................... 20
Using the Source's Name ........................................................................................................................ 20
Examples of Using the Source’s Name .................................................................................................. 21
First use with introduction of a specific author and work: ................................................................. 21
Second use with author’s last name only: .......................................................................................... 21
Third use with text and citation only: ................................................................................................. 21
Punctuating Quotations ........................................................................................................................... 21
Quotations within Quotations ................................................................................................................. 22
Block Quotations .................................................................................................................................... 22
Quoting Verse ......................................................................................................................................... 23
Cutting Text out of Quotations Using Ellipses ....................................................................................... 24
Adding Text to Quotations ..................................................................................................................... 25
Example 1: ......................................................................................................................................... 25
Example 2: ......................................................................................................................................... 25
Dealing with Errors in the Original Quotation ....................................................................................... 25
PARENTHETICAL CITATIONS .............................................................................................................. 26
How to Cite Sources in the Body of Your Paper .................................................................................... 26
FORMATS FOR PARENTHETICAL CITATIONS ................................................................................. 27
Author’s name or work given within the sentence ............................................................................. 27
Author’s name or work not given in sentence .................................................................................... 27
Unknown author or editor .................................................................................................................. 27
Unknown author or editor; long source name .................................................................................... 27
More than one work by the same author ............................................................................................ 27
Source with multiple authors (3 or fewer).......................................................................................... 28
Source with more than 3 authors ........................................................................................................ 28
The Bible ............................................................................................................................................ 28
Graphs, maps, charts, diagram, photographs, and works of art.......................................................... 28
FORMATTING YOUR RESEARCH PAPER ........................................................................................... 29
Your research paper should be formatted in MLA style according to the following model: ................. 29
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Inserting a Header - Word 97-2003 ........................................................................................................ 30
Inserting a Header - Office 2007 ............................................................................................................ 30
Widow and Orphan Control - Word 97 - 2003 ....................................................................................... 30
Widow and Orphan Control - Word 2007 .............................................................................................. 30
REVISING AND PROOFREADING ........................................................................................................ 31
Grammar Problems to Avoid - Ask yourself the following questions to make sure you have used correct grammar:..................................................................................................................................... 31
Also check the following to avoid frequent student errors ..................................................................... 31
FORMATTING THE WORKS CITED PAGE AT THE END OF THE RESEARCH PAPER ................ 32
Works Cited Page: A List of Sources Actually Used in Your Paper ..................................................... 32
See Appendix B: HOW TO CITE SOURCES OF INFORMATION .................................................... 32
See Appendix C: SAMPLE RESEARCH PAPER ................................................................................. 32
Appendix A: SAMPLE RESEARCH PAPER OUTLINE.......................................................................... 33
Using the Library and Other Information Sources ................................................................................. 33
Appendix B: HOW TO CITE SOURCES OF INFORMATION ............................................................... 35
Works Cited Page: Books ....................................................................................................................... 35
First or single author's name ............................................................................................................. 35
Book with One Author ....................................................................................................................... 35
A Book by Two or More Authors ...................................................................................................... 35
Two or More Books by the Same Author .......................................................................................... 35
Book by a Corporate Author .............................................................................................................. 36
Book with No Author ......................................................................................................................... 36
Book (one editor) ............................................................................................................................... 36
A Translated Book ............................................................................................................................. 36
Anthology or Collection ..................................................................................................................... 36
A Part of a Book ................................................................................................................................. 37
A Multivolume Work ......................................................................................................................... 37
Encyclopedia Article .......................................................................................................................... 37
An Introduction, a Preface, a Foreword, or an Afterword.................................................................. 38
Works Cited: Other Print/Book Sources ............................................................................................ 38
A Government Publication ................................................................................................................. 38
Pamphlet or Vertical File ................................................................................................................... 38
Works Cited: Electronic Sources ....................................................................................................... 39
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Online Databases ................................................................................................................................ 39
Database for Nonperiodical Publications ........................................................................................... 39
An Encyclopedia Article on the Web ................................................................................................. 40
Web Sources ....................................................................................................................................... 40
An Entire Web Site ............................................................................................................................ 41
A Page on a Web Site ......................................................................................................................... 41
An Image, Including a Painting, Sculpture, or Photograph ................................................................ 42
E-mail Interview ................................................................................................................................. 42
E-mail to You ..................................................................................................................................... 42
Works Cited: Other Non-Print Sources .................................................................................................. 42
Films and Movies ............................................................................................................................... 43
Broadcast Television or Radio Program ............................................................................................ 43
Recorded Television Shows ............................................................................................................... 43
Sound Recordings .............................................................................................................................. 44
Individual Songs ................................................................................................................................. 44
Spoken Word Albums ........................................................................................................................ 44
Survey ................................................................................................................................................ 44
Advertisement .................................................................................................................................... 45
A Personal Interview .......................................................................................................................... 45
A Lecture or Speech ........................................................................................................................... 45
Cartoon or Comic Strip ...................................................................................................................... 45
Appendix C: SAMPLE OUTLINE AND RESEARCH PAPER…………………………………………46
Sources Used in the Preparation of This Manual………………………………………………………….50
Acknowledgements
Unless otherwise noted, the contents of this manual are based on the Cabarrus County Schools Graduation Project Teachers’ Handbook and the contributions of the Cox Mill English Department: Casey Campbell Alice Morrison Gail Smith-Arrants Kelly Edwards Jennifer Nichols Dina Story Emily Finamore Paula Poorman Christine Whelan Kelly McClamrock Thanks also to
Joyce Camp, Technology Facilitator Hunter McKinney – Research Paper
Christine Whelan – Cover Art
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BEFORE YOU BEGIN: Your teacher will give you a copy of the CMHS Plagiarism Statement/Integrity Policy that must be signed and returned before the submission of papers. It is the student’s responsibility to ask for clarification if any questions arise.
TOPIC CHOICE
Selecting the Topic
The assignment given by your teacher will guide you in your topic selection. After you have selected your main topic, do a computer search for books in the library. Check an online database such as NC Wiseowl or NCLive to see what articles from periodicals may be available. Think of other sources where information may be available, including CDs, VHS, DVD, etc. You are now ready to take the next step in the journey toward a successful paper—that of narrowing the topic.
Narrowing the Topic
The professional photographer will tell you that focusing is one of the most important steps in producing great images. The same applies to your paper. You need to be focused! You cannot write a paper on the invention of the radio. This would cover a whole book, not a short paper. If, however, you are interested in radio, focus on a smaller area, one that is manageable in a few pages.
• Possible topic: radio ~ Too broad! • Limited topic: radio communication during World War II ~ Still too broad! • More limited: the use of radio in the U.S. during WW II ~ Getting closer! • Manageable focus: the use of radio to build patriotism in the U.S. during WW II ~ That’s better.
Now you can write a short paper.
Here are some topics that are too broad:
• Shakespeare’s plays ~ All of them? Are you kidding? • The Civil War ~ Every battle? Every general? • The invention of the computer would take a book ~ Do you really want to write a book? • The success of the Underground Railroad ~ You guessed it—too broad! • The Native Americans’ problems ~ Which tribe? Which time period? For that matter—which
problems?
These topics can all be narrowed down, however, to manageable topics. Look at the chapter headings in the encyclopedia and books. These will give you ideas of narrower topics.
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Finding Reliable Sources
As you search for reliable sources, ask the following questions about each potential source:
• Is it accurate? – Remember that anyone can publish anything on the internet. • Is it authoritative? – What are the qualifications of the author? If it is a web site, does the URL
end in .edu, .org, .gov? • Is it objective? – Is it trying to advertise or convince you of something, or is it free from bias? • Is it current? – If timely information is important, be sure that the source is updated. • Is it appropriate for your purpose and audience?
If you can answer yes to these questions, then your source is probably reliable.
Spotlighting the Sources
Now it is time to read—and read! Do not worry; you do not have to read everything about your topic. You have already read that encyclopedia article to get a broad, general background. Now begin to focus on material specifically about your narrowed topic.
How? Use the table of contents in the front of your book. For example, if you found a book on communications during World War II, you do not need to read about field communications. Just locate the chapter on the use of the radio at home. Wise usage of the chapter headings will speed up your work. After you have turned to that chapter, skim the first paragraph. The author will usually give you an idea of what he or she is going to discuss in that chapter.
As you read through your sources, you might find a related topic of greater interest to you. Your background information should still apply. However, be sure to check with your teacher to make sure the information fulfills the requirements of your approved topic.
Helpful tip – always check the bibliography in the back of any book you are reading. Where did your author get his or her ideas and information? His or her list of books may help you find just the one you need.
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SOURCE CARDS
Creating Source Cards
When you find information that you want to use in your paper, you will need to write a source card. Source cards are index cards on which you record the author, title, publication city and company, etc., about the sources that you will use in your paper. Write them correctly based on MLA style, and you will have an easy time developing your Works Cited page later. Every book, magazine, pamphlet, and database article will be arranged and punctuated a little differently, so consult the style pages at the end of this manual (Appendix B) for correct form. Write only one notation on each card. Do not write on the back of your cards.
Source cards will help you to
• Identify the sources of the notes you have taken. • Find sources again if you need them. • Make your Works Cited page (a list of the sources from which you borrowed information for
your project/ paper).
Procedures for Making Your own Cards
• Peruse the source to see if you can use it before you write the card. There is no need to spend time writing a card if you know that the source will not work for your topic.
• When you find good sources, give each source card its own number, starting with the number 1 in the upper right-hand corner.
• Number additional source cards consecutively. You will later link all note cards to these source card numbers. For instance, any note cards that you write from the source on the next page would have the number 4 in the upper right-hand corner to match the source number. That way, you do not have to keep writing the source title and author on your individual note cards.
• Never throw away a source card, even if you think you will not use the source. Simply draw a line through it and put it at the back of your stack. You might change your mind and need it later.
• Write your initials on the back of EVERY card.
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You will need to do your source cards and complete your Works Cited page in the standard MLA format. See Appendix B for a guide to correct MLA format
TAKING NOTES
At this point, begin reading through your most promising sources, searching for material. Do not try to read ALL of EVERY source. Instead, concentrate on the sections that refer to your topic.
Note cards, which will be explained in detail on the following pages, have several benefits, including
• Rapid relocation of material if you need to check facts or add details later. • Organization of materials when you begin the rough draft. • Balancing of information to cover all major points of the paper.
To use note cards effectively, follow these hints:
• Use ruled index cards. • Use a separate card for each note, each piece of information. Each card should have only one or
two phrases or sentences on a single topic. • Write the source number in the upper right-hand corner and the page number at the bottom. • Do not write on the back of cards except for your initials. • Always double-check page numbers as you are recording your note.
Sample source card:
City and Publisher
Title of Book: Subtitle Source Number
Author
Location of Source/ Call Number
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Singer, Ima. Motown Greats: A Handbook for Music Lovers. Chicago: Blues Publishers, 1998. Print.
UNCC Library 321.7 S
Copyright Date
Medium
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NOTE CARDS FOR RESEARCH
Finding Their Purpose and Application
During your research you will have to pick out pieces of information from your sources that could be valuable quotes or details for your paper.
Why write on note cards?
Note cards are perfect for taking notes for research because they are easy to organize and re-organize as needed. They also restrict how much you write, allowing you to write down only the information that is necessary for your paper.
What information is needed on these cards?
After reading your text, you will quote, paraphrase, or summarize the material that you think will be essential to your thesis. If done correctly, you could simply copy many of the notes directly into your paper and elaborate on the information that you decide to use.
Quote- A quotation is the exact information that you obtain from your source. You must be sure to include all information exactly as it is written and enclose the quote in quotation marks. Carefully consider the use and placement of quotations in your research paper.
Paraphrase- Paraphrased material is a translation of the text into your own words. A paraphrased piece of information will be approximately the same length as, or longer than, the original excerpt. A paraphrase should be used when you want to use details from the passage or when a passage needs additional information or clarification.
Summarize- When you summarize a piece of information, you include the main ideas in your own words. The summary will be shorter than the original excerpt.
** When you have taken all of your notes, arrange them by topic heading. In this way, you will be able to visually organize your research, determine what you have, and decide what areas need additional research.
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Examples of a quote, paraphrase, and summary of the same passage
The following is a direct quotation from Shakespeare’s The Tragedy of Romeo and Juliet:
The following is a paraphrase, or translation, of the same passage:
Friar addresses Romeo when visited 1 “What early tongue so sweet saluteth me?/ Young son, it argues a distempered head/ So soon to bid good morrow to thy bed./ Care keeps his watch in every old man’s eye,/ And where care lodges, sleep will never lie;/ But where unbruised youth with unstuffed brain/ Doth couch his limbs, there golden sleep doth reign./ Therefore thy earliness doth me assure/ Thou art uproused with some distemp’rature;/ Or if not so, then here I hit it right- / Our Romeo hath not been in bed tonight” (Rom. 2.3.32-42). 142
Friar addresses Romeo when visited 1 Who is this that comes to sweetly say hello to me so early? Young man I hold dear, it seems clear you have a troubled mind since you left your bed and woke up so early. Every old man is wise enough to recognize when someone is troubled, and when you are troubled it is impossible to sleep. On the other hand, if you were an innocent young man with an untroubled mind, your body would be able to rest, and sleep would come very easily. Therefore the fact that you are early reinforces the fact that you are awake because of some problem you are having, or if that’s not the case, then you must not have been in bed at all tonight. 142
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The following is a summary of the same passage:
How will the note cards be organized?
At the start, you should organize your notes based on the source from which you obtained them. If you have correctly placed the source number in the upper right corner of your note card, keeping your cards organized will be easy.
Later you will organize your note cards by topic. Referring to the number in the upper right corner, you will be able to cite the note correctly in your paper.
What should they look like?
The image below displays how your completed note cards should look. The following example is a quote from The Crucible:
Friar addresses Romeo when visited 1 The Friar is asking Romeo why he is awake and visiting at such an early hour in the morning. He believes that Romeo has a troubled mind, and was unable to sleep because he was worried about something. If that is not correct, the Friar thinks that Romeo has been awake all night. 142
Abigail Manipulates Danforth (guilt) 1
“I have been near to murdered everyday because I done my duty pointing out the Devil’s people - and this is my reward? To be mistrusted, denied, questioned like a –“
p. 48
This is where you put a subtopic heading or a focus.
You will put the notes in the middle
Source number
Place the page number you obtained the information from here
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More Examples of Quoting, Paraphrasing, and Summarizing
Quoting
Direct quotes from text are ALWAYS enclosed in quotation marks unless used within a block quote (see Block Quotations). Quotations must match the source document word for word and must be attributed to the original author:
Example 1: "That Americans are getting heavier is especially hard to deny the day after Thanksgiving. But America's weight problem has less to do with holiday binges than with everyday choices and circumstances," a New York Times editorial states.
Example 2: “Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. All the king’s horses and all the king’s men couldn’t put Humpty together again,” Mother Goose said.
Paraphrasing
Paraphrasing is putting the ideas of another person into your own words using your own sentence structure. A paraphrase simplifies a selection; it does not necessarily shorten it. Paraphrased material must also be attributed to the original source:
Example 1: In the New York Times editorial on youth obesity, the writer explains how the poor choice of cheap, high-calorie food versus affordable, fresh, nutritious food may have a greater influence on obesity than genetics.
Example 2: According to Mother Goose, an egg by the name of Humpty Dumpty was perched upon a wall. For some reason, Humpty Dumpty had a catastrophic fall off this partition. Horses and men, which belonged to the King, tried unsuccessfully to repair the broken egg.
Summarizing
To summarize, you must put the main thoughts or ideas into your own words, but it is only necessary to include the main points. Summarizing a sentence cuts a selection down to about one-third of its original length. Its purpose is to shorten a passage without sacrificing its basic meaning. Once again, it is necessary to attribute the ideas to the original source:
Example 1: A New York Times editorial describes how choice and circumstances influence America's problem with obesity more than overeating.
Example 2: Mother Goose observed that Humpty Dumpty was unable to be repaired by either the horses or king’s men after he had a serious fall off of a wall.
Quotations are the exact length of the original unless ellipses are used (see Cutting Text out of Quotations Using Ellipses) below. Paraphrased material is often somewhat shorter than the original, and summarized material is usually significantly shorter. ***Information from “How to Cite Sources.” OSLIS.org.***
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DEVELOPING YOUR THESIS
Thesis: Just what do you intend to prove in this paper?
As you take notes, you need to develop a thesis statement. Just as paragraphs need topic sentences, a research paper needs a thesis statement. This statement gives the main ideas of your paper and indicates the order you will use to present those ideas.
Plan your thesis statement carefully, as this will act as a road map for your paper from this point on. Is your thesis statement set in stone? Not necessarily. As you research your topic, you may find new or additional information. Sometimes you begin to see a topic in a new way, or you may find important information about ideas that were not included in your original thesis statement. In this case, work with your teacher to discuss and revise your thesis statement. Follow these principles:
• Go through your notes and find the most important idea. • Write one declarative sentence that serves as a limitation of the scope of your paper. • Don’t be too general; tell what aspects of the subject you will be covering. • It should provide a guide as you continue your research. • Remember that the ideas presented in the thesis must be thoroughly covered later in the paper.
Make sure you have the researched information and are prepared to support your thesis.
Below are samples of strong thesis statements. Read them many times. See how they flow, providing big ideas that give the reader a clear idea of the direction of the paper.
Sample Thesis Statements
1. Many women played valuable roles in World War II by sabotaging equipment, by passing along valuable information, and by acting as spies for nations at war.
2. As a president, John F. Kennedy was very skillful at using different means of communication, such as television, newspapers, and speeches to persuade people to follow his ideas.
3. In the era between the end of the Civil War and World War I, the labor movement communicated its goals through the use of newspapers, strikes, and the formation of unions.
4. The youth of the 1960’s chose non-traditional music, dress, and protests to communicate their dissatisfaction with the status quo.
5. Although Benjamin Franklin was famous for having played many roles in his lifetime, perhaps his most noteworthy contribution to American history was his role as a master communicator before, during, and after the Revolutionary War.
6. Before World War II, Winston Churchill used his powerful speaking ability to try to convince his people not to trust Hitler; during the war, he used the same ability to rally his own nation and to persuade other countries to ally with Great Britain against Hitler.
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How to Generate a Thesis Statement if the Topic is Assigned
Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question. Q: “What are the potential benefits of using computers in a fourth-grade class?” A: “The potential benefits of using computers in a fourth-grade class are . . .”
OR A: “Using computers in a fourth-grade class promises to improve . . .” The answer to the question is the thesis statement for the essay. How to Generate a Thesis Statement if the Topic is not Assigned
Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.
A good thesis statement will usually include the following four attributes:
• Take on a subject upon which reasonable people could disagree • Deal with a subject that can be adequately treated given the nature of the assignment • Express one main idea • Assert your conclusions about a subject
Let’s see how to generate a thesis statement for a social policy paper.
Brainstorm the topic. Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.
You start out with a thesis statement like this:
Sugar consumption.
This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.
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Narrow the topic. Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.
You change your thesis to look like this:
Reducing sugar consumption by elementary school children.
This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.
Take a position on the topic. After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.
You revise your thesis statement to look like this:
More attention should be paid to the food and beverage choices available to elementary school children.
This statement asserts your position, but the terms more attention and food and beverage choices are vague.
Use specific language. You decide to explain what you mean about food and beverage choices, so you write:
Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.
This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.
Make an assertion based on clearly stated support. You finally revise your thesis statement one more time to look like this:
Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.
Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights. *** Reproduced with the permission of Writing Tutorial Services and the Trustees of Indiana University Bloomington < www.indiana.edu/~wts//>. ***
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THE OUTLINE
Now use your thesis statement to form your outline, your plan for the paper. This will make writing the paper much easier. It will also help ensure that you do not leave out an important piece of information. Remember as you continue to take notes and work on your paper, however, that this outline is on paper, not concrete. What does that mean? If you change your mind as you research and need to add or delete materials, you may certainly do so, but you should check with your teacher first.
Before you start typing your outline, organize your note cards. If you have written specific guidewords on your note cards, this task will be easier.
Arrange the cards in stacks based on the guidewords, one stack for each guideword.
Then arrange your card stacks into a sequence of main ideas that seems logical for the development of your paper.
Starting with the first card in the first stack and continuing through the stacks in order until you reach the last card in the last stack, read through your note cards 2 or 3 times. They should make sense.
Some note cards in each stack will become subheadings, and some will become supporting details for the subheadings in your outline.
You do not have to use every card. If some cards don’t fit your thesis, you may leave that information out of your paper; or if the information is especially interesting, you might want to do some additional research in order to add to that idea.
Once you have arranged your note cards in logical order, you may begin typing your outline.
The formal outline is done in standard MLA format.
• It is typed in 12 pt. Times New Roman font. Use a regular font – no bold, no italics, no all-capitals,
• No changing the size of your font. • Use 1” margins – top and bottom, right and left sides. • Type your name and other identifying information at the left margin. • Double-space and type the title of your research paper, centered. • Double-space after the title and start with Roman numeral I for the introduction. • Use capital letter A for the overview and capital letter B for your thesis statement. Write out your
thesis statement. • Continue your outline with Roman numeral II, which may be subdivided using capital letters and
then further divided by using Arabic numerals (1, 2, 3) and lower case letters to show order, relationship, and relative importance of ideas.
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Ask your teacher whether he or she prefers a phrase outline or a sentence outline. Be consistent; don’t mix up the two except for the thesis.
A formal outline is written using parallel structure.
If you divide a heading or subheading, always use at least two divisions. (If you divide anything, you always have at least two parts.)
You may double-space or single-space the outline. Ask your teacher for his or her preference. Be consistent.
NOTE: See Appendix A for a sample outline
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WRITING THE ROUGH DRAFT OF THE RESEARCH PAPER
Tips for Making the First Draft Easier
General Guidelines The language should be clear and straightforward. You are not trying to sound like someone you are not! You are working toward well-written sentences that make your topic clear to the audience.
The basic rules of good writing apply. You want an introduction that grabs the reader, a good thesis statement (main idea statement), the details of your findings in the body paragraphs, and a conclusion that restates the thesis and wraps up the paper. (Do not just copy your original thesis in the conclusion.)
The main difference between a research paper and other essays that you write is that you MUST be careful to credit the sources you used to gather information. Remember the rules of plagiarism. Be sure to paraphrase, summarize, and quote directly, and ALWAYS cite your sources. (See Parenthetical Citations later in this manual) The paper will be a bit longer, too, so you’ll have more paragraphs and details.
Use your outline as the basis for your rough draft. If you have written a good outline, you will basically be taking those ideas and writing them in the form of complete sentences to provide support for your thesis in the body of your paper. If you have not written a good outline, then your rough draft will take longer.
Specific Directions • Using your outline and your note cards, write an introduction. Your thesis statement is usually
the last sentence in the introduction. • Start on the body of the paper by moving through your note cards, following your outline and
adding details, summaries, and an occasional direct quotation. Change ideas written in phrases into complete sentences, and add transitions.
• Write a conclusion. You may summarize your paper and/or echo the introduction. Include your reworded thesis.
• Check all of your citations to make sure they are done correctly.
In general, your paper should reflect your voice. If you use too many quotations, your voice tends to get lost in the words of your sources. You may paraphrase all you want as long as you connect each idea back to the topic, and be sure to give a citation for paraphrased information as well as direct quotations and summaries.
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INTEGRATING QUOTATIONS INTO A PAPER
One problem you often face when you write a source-based paper is how to handle quotations. Simply deciding when to use a quotation or paraphrase can be difficult; the actual mechanics of signaling the use of a quotation, integrating the quotation into a sentence, and then making sure you put the punctuation in the right place can be a real nightmare.
When to Paraphrase vs. When to Quote
When you quote a passage, you do so in order to analyze how a specific effect works in the text. If there is no clear effect that you wish to discuss, you may want to simply paraphrase the key incidents or details of a passage in order to avoid slowing down your own writing with the words of someone else.
You need to be careful when you paraphrase, though. You have to create a sentence that uses a different sentence structure and language. If your paraphrase contains elements that are a word-for-word match to the source text or so close that it is difficult to tell the difference, you could be charged with plagiarism because it looks like you are trying to steal the words or ideas of someone else. In the case of word-for-word paraphrasing, rewrite it or turn it into a direct quotation. In the case of a near quotation, give a citation for the sentence as if it was a direct quotation, just to be safe.
Using Signal Phrases
One common error a lot of people make when they include a quotation is that they tend to put the quotation in a sentence by itself. Unfortunately, you cannot do this because when you do, you are using the quotation without a specific analytical context. You need to use what is called a signal phrase to introduce the quotation and give your readers a context for the quotation that explains why you are taking the time to include it in your paper.
Take, for example, this section from a paper on Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself:
We can see Douglass's marriage as an assertion of his ownership of himself. "What Douglass's certificate of marriage, which is transcribed in full in chapter 11, signifies is that the black man has repossessed himself" (Baker 170).
In this example, the quotation is simply dropped into the paper, disturbing readers because there is no warning that the quotation is coming. Yet, with a signal phrase, you can make the use of the quotation seem more natural to readers:
We can see Douglass's marriage as an assertion of his ownership of himself, as Houston A. Baker, Jr., argues in his essay "The Economic of Douglass's Narrative": "What Douglass's certificate of marriage, which is transcribed in full in chapter 11, signifies is that the black man has repossessed himself" (170).
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By including a reference to the author and his essay in the sentence before giving the quotation, you let the reader know that you are using someone's opinion to support your own, giving the quotation a context that the reader finds relevant to your overall point.
Axelrod and Cooper in The St. Martin's Guide note three main ways to set up a signal phrase:
With a complete sentence followed by a colon The effects of Auld's prohibition against teaching Douglass to read were quite profound for Douglass: "It was a new and special revelation" (29).
With an incomplete sentence, followed by a comma Douglass argues that Auld's prohibition against literacy for him was a profound experience, saying, "It was a new and special revelation" (29).
With a statement that ends in that The importance of Auld's prohibition to Douglass is clear when he states that "it was a new and special revelation" (29).
You can, however, build your own signal phrases by mixing these three basic styles with verbs that describe your source's attitude towards the subject of the quotation. Here is a list of such verbs, as well as other phrases you can use:
admits agrees argues asserts believes claims compares confirms contends declares denies
emphasizes insists notes observes points out reasons refutes rejects reports
responds replies suggests thinks writes In _____'s words According to ____'s (notes, study, narrative, novel, etc.)
Using the Source's Name
Generally, the first time you use a source in a paper, whether it be through a paraphrase or a quotation, it is a good idea to use the author(s)’ full name(s) and the title of the source you are using in the actual sentence so that readers feel that you have introduced the source to them. After you have introduced the source, it is perfectly acceptable to refer to the author by his or her last name or even to leave the name out of the body of your text and simply include it in the citation. Never refer to an author by just using his or her first name.
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Examples of Using the Source’s Name
First use with introduction of a specific author and work: In his Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself, Frederick Douglass argues that "slavery proved as injurious [to slave holders] as it did to me" (31).
Second use with author’s last name only: Douglass earlier argues that slavery was "a fatal poison of irresponsible power" to slave holders (29).
Third use with text and citation only: The use of the word hypocrites! suggests that even the religious faith of the slave holders was tainted by their ownership of other humans (Douglass 77).
When you do refer to authors by name, you should omit words such as Mr., Mrs., Ms., and especially Miss. These words aren't necessary and seem condescending in certain cases. Never refer to an author by using only his or her first name.
Punctuating Quotations
Punctuating quotations can be frustrating because you can get confused about where to put punctuation. The following chart offers a straightforward view on how to punctuate the end of a quotation:
Periods & Commas
They always go inside the quotation marks even if there is no period or comma at the end of the quoted material in the original text.
Exception: If there is a parenthetical citation immediately after the quotation, the period or comma goes after the parenthetical citation.
Question Marks & Exclamation Points
If the original quotation ends with an exclamation mark or a question mark, we must include it inside the quotation marks.
ORIGINAL TEXT: Will not a righteous God visit for these things? (Douglass 38).
QUOTED TEXT: When Douglass asks, "Will not a righteous God visit for these things?" he raises the question of doubt about the future salvation of the "Christian" slaveholders (38).
EXPLANATION: Notice that we don't put a comma after the question mark, even though normally we would if there was not a question mark. We omit the comma to avoid double punctuation.
If we want to use a quoted statement in a question or exclamation we create, then the question mark or the exclamation mark goes outside the quotation marks.
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ORIGINAL TEXT: The grave is at the door (Douglass 38).
QUOTED TEXT: How can we take Douglass seriously when he indulges in excessively romanticized language such as "The grave is at the door" (38)?
Colons & Semi-Colons
Colons and semi-colons always go outside the quotation, even if the original quoted material ends with either form of punctuation.
Quotations within Quotations
One of the most difficult types of quotations to punctuate is a quotation within a quotation. Sometimes you will want to use quoted dialogue or a quotation that includes a word set off by quotation marks. To mark a quotation within the text that you want to quote in your own paper, you need to enclose it in single quotation marks ('. . .'):
ORIGINAL TEXT:
I got hold of an article entitled "The Columbian Orator" (Douglass 32).
QUOTED TEXT:
Because Douglass "got hold of an article entitled 'The Columbian Orator,'" he was able to learn how to read and broaden his mind (32).
Notice that the comma at the end of the quotation goes inside not only the double quotation but the single quotation mark as well.
Block Quotations
Prose
One problem that occurs when you are working with longer quotations is that your paragraphs grow to be huge on the page. In order to give the reader a visual break, you use block quotations to physically separate the quotation from the rest of your text. Current MLA style states that prose text over four lines should be put in a block quotation.
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MLA dictates that block quotations are DOUBLE-SPACED and indented one inch (TEN spaces) from the LEFT margin, as is shown in the following example:
Notice how the text is indented one inch (ten spaces) from the left margin, an effect you can get in most word processors by typing the text, highlighting it, and then clicking on:
FORMAT* PARAGRAPH INDENT two times and that it is double-spaced * Unnecessary step when using Word 2007 Notice too that the block quotation is technically part of the preceding sentence because of the use of a colon at the end of the introductory statement. You also do not indent the text after the end of the block quotation; you are still in the same paragraph. Be aware that the parenthetical citation goes outside the final period. Finally, note that you do not use quotation marks in a block quotation; the indentation tells readers that it is a quotation.
Quoting Verse
If you quote more than four lines of a poem, follow the directions above, but maintain the line structure of the original poem.
If you quote three or fewer lines of poetry, then you do not block-quote the lines. You do use a slash ( / ) with a space on both sides to show where one line ends and the other begins. Look at the following examples:
Example: In Shakespeare’s Julius Caesar, Antony says of Brutus: “This was the noblest Roman of them all” (5.5.74).
Block quotations do not change right margin.
Block quotations continue double spacing.
Block quotations are indented 1” (ten spaces).
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Example: “Friends, Romans, countrymen,” begins Antony’s famous speech, “lend me your ears; / I come to bury Caesar, not to praise him” (Julius Caesar 3.2.80-81).
Verse quotations of more than three lines should begin on a new line, and a quotation that begins in the middle of the line of verse should be reproduced in that way and not shifted to the left margin.
Example:
Jaques in As You Like It is given the speech that many think contains a glimpse of Shakespeare’s
conception of drama:
All the world’s a stage
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. (2.7.147-51)
Jaques then proceeds to enumerate and analyze these ages.
Cutting Text out of Quotations Using Ellipses
Sometimes you need to cut words, phrases, sentences, or even whole paragraphs or pages out of a quotation in order to present to the reader a concise quotation that illustrates the issue you want to discuss. You can make such cuts using an ellipse, which is made with three periods, with a space before and after each period (like this: " . . . ").
Cutting unnecessary words can be a great way to focus your point and conserve space, but be warned: If you cut too many words and change the overall tone or meaning of a quotation, you will be guilty of misquoting your source. In particular, you cannot omit key words like no, not, and any other negative word in an effort to make a source more agreeable with your point. Getting caught omitting such words with your handy ellipse at best is embarrassing, and at worst, grounds for plagiarism.
One final note on ellipses: You do not need to put an ellipse at the beginning or end of a quotation if you do not start the quotation at the beginning of the sentence and end it at the close of the sentence.
***Information from Gibaldi and Achtert, MLA Handbook, 3rd ed.***
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Adding Text to Quotations
Generally, adding text to quotations is forbidden. After all, if you could freely add text to a quotation, you could make a quotation say anything you wanted. There are times, however, when it is acceptable to add a word or phrase to a quotation, and when you do, you enclose the added material in brackets ( like these: [ ] ).
You may add material to quotations in two situations: 1. To clarify references that will not make sense because your readers do not have the entire text in front of them 2. To make the quotation fit into the grammatical structure of your sentence.
Example 1: ORIGINAL TEXT: He was told he was at the barn (Douglass 59).
WITH BRACKETED TEXT: Douglass's matter-of-fact reporting, such as statements like, "He [Hamilton] was told he [William Freeland] was at the barn" makes the narrative easy to follow (59).
Because your quotation does not include the preceding sentences that give your readers the names each "he" references, you need to add the names to your quotation.
Example 2: ORIGINAL TEXT: Mr. Hopkins could always find some excuse for whipping a slave (Douglass 53).
WITH BRACKETED TEXT: Because Mr. Hopkins was "always [finding] some excuse for whipping a slave,” he epitomized the hypocrisy of slaveholding clergy (Douglass 53).
The grammar of the original sentence in the previous example did not allow for the sentence structure of your sentence, so you must change the verb form from the original sentence in your quotation. Generally, when you modify a word, you enclose it in [brackets].
Dealing with Errors in the Original Quotation
One of the touchiest issues to deal with in quoting a source is how to handle errors made by the original writer. Because you have to stay true to the quotation as it appears in the source text, you must include the error in your quotation. Unfortunately, your readers may be unaware that the error was the original author's mistake and assume that the error is yours, lowering your credibility. To avoid this problem, you can simply add the word sic in brackets to indicate that the error was in the source text:
ORIGINAL TEXT: The elefant was pretty cool (Johnson 43).
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AS A QUOTATION: By noting that the "elefant [sic] was pretty cool,” the boy took his first step towards a promising career as a field biologist (Johnson 43).
Be aware that sometimes sic can be used as a not-so-subtle barb against the reliability of a source, so use it cautiously and recheck the tone created by its use.
PARENTHETICAL CITATIONS
What are parenthetical citations? This in-text referencing system directs readers to a Works Cited list at the end of a research paper or multimedia (PowerPoint, Mixbook, iMovie, etc.) research project. The purpose of parenthetical references is to give credit to sources that you use within your paper or presentation. The text reference usually includes an author’s name and/or location (page #) in the text being cited.
THIS IS A CRITICAL STEP THAT MUST NOT BE OVERLOOKED IF YOU PLAN TO AVOID ACCUSATIONS OF PLAGIARISM.
A legitimate research paper or project will contain parenthetical citations for all material that is not the student’s own idea or creation.
How to Cite Sources in the Body of Your Paper
Cite ALL direct quotations, paraphrases, summaries, ideas peculiar to an author, case studies, statistics, graphics, maps, charts, diagrams, scientific research results, photographs, and works of art.
Place textual citations directly after the quotation, paraphrase, or summary within the paper or multimedia presentation.
NOTE: The sentence immediately before the citation will not have a period until after the citation:
In his Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself, Frederick Douglass argues that "slavery proved as injurious [to slave holders] as it did to me" (31).
Not here Yes, here!
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FORMATS FOR PARENTHETICAL CITATIONS
Author’s name or work given within the sentence Include only the page number(s):
Viviano sees advantages in this line of defense (3-4).
Author’s name or work not given in sentence Include the author's last name and available page number(s) in parentheses at the end of the sentence:
Native peoples have little to lose by adopting these practices (Johnson 113).
Note: To review the specific details regarding the introduction of an author within your paper and/or presentation and the use of the author’s name and page numbers within a parenthetical citation, see Using the Source's Name above.
Unknown author or editor Use the name of the source as listed on the Works Cited page, and include page number:
As of 2001, at least three hundred towns and municipalities had considered legislation regulating use of cell phones while driving (“Lawmakers” 20).
Unknown author or editor; long source name If the author or editor is unknown and the source name is long, abbreviate using the main word(s) by which the source is alphabetized on the Works Cited page (omit A, An, The). Abbreviate by omitting from the end, never from the beginning. Your reader must be able to locate the source on your Works Cited page.
Original title from Works Cited page: “Why Migratory Birds Are Crazy for Coffee” would be abbreviated to “Why Migratory” within a parenthetical citation.
More than one work by the same author Use the author's last name, key word(s) from the title, and page number(s) in parentheses in order for the reader to be able to distinguish between the sources on the Works Cited page:
According to police reports, there were no skid marks indicating that the distracted driver who killed John and Carole Hall had even tried to stop (Stock, Uneasy Burden 4).
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Source with multiple authors (3 or fewer) Give credit to all authors along with page number either in the sentence or in the documentation:
McKinney, James, and Lark argue that the development of flight gave rise to a global economy (14).
The development of flight gave rise to a global economy (McKinney, James, and Lark 14).
Source with more than 3 authors Use the first author’s name followed by et al. (meaning and others) and page number.
The Bible Cite the version of the Bible you are using, the book of the Bible, chapter, and verse: Commenting about a focus on material possessions, Luke states, “For where your treasure is, there will your heart be also” (Life Application Bible, Luke 12.34).
Graphs, maps, charts, diagram, photographs, and works of art These are all cited on the Works Cited page and must be cited within the paper or presentation based on the guidelines for other sources above.
***Information from Halbert’s “Integrating Quotes into a Paper (MLA Style)” and “Parenthetical Citations.” OSLIS.org.***
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FORMATTING YOUR RESEARCH PAPER
Your research paper should be formatted in MLA style according to the following model:
Header
Your Name
Your Teacher’s Name
Your Class
Date Due (day month year – example: 6 April 2011)
The Title of the Research Paper Centered on the Page
After skipping one line, the first line of the research paper begins here, and it is
indented according to MLA guidelines.
Be sure that all margins – top, bottom, and both sides are one inch. The margin
size on the page setup of your computer is sometimes not accurate. Measure your
margins if you need to, and adjust the page setup accordingly so that the actual margins
on your hard copy are one inch. Turn off widow and orphan control so that your bottom
margins will be one inch.
Double-space the entire paper. Indent each new paragraph. Use a header so that
your last name and page number will appear on each page of your paper, including the
Works Cited page. The Works Cited page is numbered consecutively, but it does not
count toward the required number of pages in your paper.
The outline is usually done as a separate document.
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Inserting a Header - Word 97-2003
• On the View menu, click Header and Footer to open the area on a page. • To create a header, enter text in the header area.
Inserting a Header - Office 2007
• On the Insert tab, in the Header & Footer group, click Page Number. • Choose the design that has the page number on the right of page. • Use your arrow key to put the cursor to the left of the page number. • Type your last name and use your space bar to put a space between your name and the page
number. • Your paper will now automatically be numbered, and your name and page number will appear on
each page of your paper.
Widow and Orphan Control - Word 97 - 2003
• Select the paragraphs in which you want to control widows and orphans (widow and orphan: A widow is the last line of a paragraph printed by itself at the top of a page. An orphan is the first line of a paragraph printed by itself at the bottom of a page.).
• On the Format menu, click Paragraph, and then click the Line and Page Breaks tab. • Select the Widow/Orphan control check box.
Widow and Orphan Control - Word 2007
• Select the paragraphs in which you want to prevent widows and orphans. • On the Page Layout tab, click the Paragraph Dialog Box Launcher, and then click the Line and
Page Breaks tab. • Select the Widow/Orphan control check box.
Note: Widow and Orphan Control is turned on by default. You need to turn it off.
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REVISING AND PROOFREADING
Grammar Problems to Avoid - Ask yourself the following questions to make sure you have used correct grammar:
Are all sentences complete? (no fragments or run-ons) Do the sentences make sense? Have you varied your sentence structure? Are words used correctly? Are words spelled correctly? Have you used vivid verbs and descriptive words? Are verb tenses used correctly? Have you maintained a consistent verb tense (no unnecessary switching from past to present or present to past) Have you used active voice? Do subjects and verbs agree? Do pronouns and antecedents agree? Are words capitalized correctly? Is a correct mark of punctuation placed at the end of each sentence? Are commas used correctly? Are quotation marks used correctly? Are underlining and italics used correctly? Are apostrophes used correctly? Are other marks of punctuation used correctly? Have you avoided contractions? (Contractions are informal and should not be used in a formal paper.) Have you avoided slang (“cool”) and clichés (“Last but not least”)? Have you avoided 2nd person (the impersonal “you”) and maintained an authoritative point of view?
Also check the following to avoid frequent student errors: Have you supported your thesis statement? Does all information relate to your thesis? (Leave out information that does not relate to your thesis.) Have you supported all of your main points with evidence, facts, and details (summaries, paraphrases, and quotations)? Have you smoothly integrated direct quotations into your paper? Have you established your personal voice (your personal style)? Have you given proper credit to your sources? Is your Works Cited page correctly done?
Take time to do a good job. Use a grammar book to look up rules.
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FORMATTING THE WORKS CITED PAGE AT THE END OF THE RESEARCH PAPER
• Paginate the Works Cited page as a continuation of your paper. It should be done as the last page of your paper so that the header appears on this sheet. (It does not, however, count toward the required length of your paper.)
• The title Works Cited should be centered one inch from the top of this page. • Do not underline, italicize, or put the title Works Cited in quotation marks or in all capitals. • Copying the information from your source cards, type all entries in a list under the title Works
Cited. • Double space between the Works Cited title and the first entry. • Order entries alphabetically by the first word on the source card (usually the author’s last name,
or, if author is not given, by the first important word in the title, not including a, an, and the). • If more than one work by an author is cited, do not repeat the author's name, but use three
hyphens and a period (---.) for the author's name in the second and subsequent entries, and alphabetize the works by the first important word in each title.
• Hanging indentation: The first line of each entry should begin at the left margin. Other lines in that entry should be indented 5 spaces.
• Use a period at the end of each entry. • Double space the entire Works Cited page (within entries and between entries – no extra spaces
between entries).
Works Cited Page: A List of Sources Actually Used in Your Paper
Use MLA style when gathering source information. Match the information about your sources to the types given in Appendix B, and record all the required information on your source cards and later into your Works Cited list.
All entries on a Works Cited page should be double-spaced. NOTE: You must present all source information in MLA style based on The MLA Guide for the Writers of Research Papers, Seventh Edition. If you are still uncertain about the proper style to use but know your source information, you may use Citation Maker, a program available online, to format your sources.
See Appendix B: HOW TO CITE SOURCES OF INFORMATION
See Appendix C: SAMPLE RESEARCH PAPER
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Appendix A: SAMPLE RESEARCH PAPER OUTLINE Your Name
Teacher Name
Class Name
Day Month Year
Using the Library and Other Information Sources
I. Introduction
A. Overview
B. Thesis: Students who wish to write successful research papers must know as much as possible
about the resources and services of the library, such as its central catalog or central information
system, the reference works in the collection, and the location of materials.
II. Central catalog or central information system
A. Online central catalog
1. Definition and description
2. Searching the online catalog
a. Searching by author, title, subject, keywords
b. Limiting the search
3. Information accessed from the online catalog
B. Information needed for research and writing
C. Card catalog and other catalogs
D. Central information system
III. Reference works
A. Types of reference works
1. Indexes
2. Guides to research
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3. Dictionaries
4. Encyclopedias
5. Atlases
B. Publication forms of reference works: print and electronic
C. Searching a reference database
IV. Location of library materials
A. Classification systems
1. Dewey Decimal System
2. Library of Congress system
B. Main collection
1. Open shelves
2. Closed stacks
C. Special sections
1. Reserved books
2. Reference works
3. Periodicals
4. Nonprint materials
V. Other library resources and services
A. Interlibrary loans
B. Photocopying
C. Computer centers
D. Databases
E. Internet
VI. Conclusion
***Information from Gibaldi and Achtert, MLA Handbook, 5th ed.***
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Appendix B: HOW TO CITE SOURCES OF INFORMATION
Works Cited Page: Books
First or single author's name is written last name, first name. The basic form for a book citation is as follows: Last name, First name. Title of Book. Place of Publication: Publisher, Year of Publication. Medium of
Publication.
Book with One Author Gleick, James. Chaos: Making a New Science. New York: Penguin Books, 1987. Print.
A Book by Two or More Authors First author name is written last name first; subsequent author names are written first name, last name.
Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, 2000. Print.
If there are more than three authors, you may name only the first author followed by the phrase et al. (the abbreviation for the Latin phrase "and others"; no period after "et") in place of the other authors' names, or you may list all the authors in the order in which their names appear on the title page.
Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Logan, UT: Utah State UP, 2004. Print.
or Wysocki, Anne Frances, Johndan Johnson-Eilola, Cynthia L. Selfe, and Geoffrey Sirc. Writing New
Media: Theory and Applications for Expanding the Teaching of Composition. Logan, UT: Utah State UP, 2004. Print.
Two or More Books by the Same Author After the first listing of the author's name, use three hyphens and a period instead of the author's name. List books alphabetically by title.
Palmer, William J. Dickens and New Historicism. New York: St. Martin's, 1997. Print.
---. The Films of the Eighties: A Social History. Carbondale: Southern Illinois UP, 1993. Print.
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Book by a Corporate Author A corporate author may be a commission, a committee, or any group whose individual members are not identified on the title page:
American Allergy Association. Allergies in Children. New York: Random, 1998. Print.
Book with No Author List and alphabetize by the title of the book.
Encyclopedia of Indiana. New York: Somerset, 1993. Print.
For parenthetical citations of sources with no author named, use a shortened version of the title instead of an author's name. Use quotation marks and underlining as appropriate. For example, parenthetical citations of the source above would appear as follows: (Encyclopedia 235).
Book (one editor) Editor’s Last Name, First Name, ed. Title of Book. City of Publication: Publishing Company, Copyright
Year. Print.
Middleton, John, ed. Africa: An Encyclopedia for Students. New York: Charles Scribner’s Sons, 2002. Print.
A Translated Book Cite as you would any other book, and add "Trans." followed by the translator's/translators' name(s):
Foucault, Michel. Madness and Civilization: A History of Insanity in the Age of Reason. Trans. Richard Howard. New York: Vintage-Random House, 1988. Print.
Anthology or Collection List by editor or editors, followed by a comma and "ed." or, for multiple editors, "eds."
Hill, Charles A. and Marguerite Helmers, eds. Defining Visual Rhetorics. Mahwah, NJ: Lawrence Erlbaum Associates, 2004. Print.
Peterson, Nancy J., ed. Toni Morrison: Critical and Theoretical Approaches. Baltimore: Johns Hopkins UP, 1997. Print.
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A Part of a Book Book parts include an essay in an edited collection or anthology, or a chapter of a book. The basic form is as follows:
Author’s Last name, First name. "Title of Essay." Title of Collection. Ed. Editor's Name(s). Place of Publication: Publisher, Year. Pages. Medium.
Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One. Ed. Ben Rafoth. Portsmouth, NH: Heinemann, 2000. 24-34. Print.
Cross-referencing: For individual essays from a collection, simply list the author's name, the title of the essay, the editor's last name, and the page numbers. For example:
L'Eplattenier, Barbara. "Finding Ourselves in the Past: An Argument for Historical Work on WPAs." Rose and Weiser 131-40.
Peeples, Tim. "'Seeing' the WPA With/Through Postmodern Mapping." Rose and Weiser 153-167.
Rose, Shirley K, and Irwin Weiser, eds. The Writing Program Administrator as Researcher. Portsmouth, NH: Heinemann, 1999. Print.
A Multivolume Work When citing only one volume of a multivolume work, include the volume number after the work's title, or after the work's editor or translator.
Quintilian. Institutio Oratoria. Trans. H. E. Butler. Vol. 2. Cambridge: Loeb-Harvard UP, 1980. Print.
When citing more than one volume of a multivolume work, cite the total number of volumes in the work.
Quintilian. Institutio Oratoria. Trans. H. E. Butler. 4 vols. Cambridge: Loeb-Harvard UP, 1980. Print.
When citing multivolume works in your text, always include the volume number followed by a colon, then the page number(s): ...as Quintilian wrote in Institutio Oratoria (1:14-17).
Encyclopedia Article Author's Last Name, First Name. “Title of Article.” Encyclopedia Title. Year. Medium.
(Author's name is found on the last page of the topic article in very tiny letters. In some encyclopedias, the author’s initials are given, and you must consult a key at the back of the encyclopedia.)
Minch, Edwin W. “Spiders.” The World Book Encyclopedia. 1997. Print.
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An Introduction, a Preface, a Foreword, or an Afterword When citing an introduction, a preface, a forward, or an afterword, write the name of the authors and then give the name of the part being cited, which should not be italicized, underlined or enclosed in quotation marks.
Farrell, Thomas B. Introduction. Norms of Rhetorical Culture. By Farrell. New Haven: Yale UP, 1993. 1-13. Print.
If the writer of the piece is different from the author of the complete work, then write the full name of the complete work's author after the word "By." For example:
Duncan, Hugh Dalziel. Introduction. Permanence and Change: An Anatomy of Purpose. By Kenneth Burke. 1935. 3rd ed. Berkeley: U of California P, 1984. xiii-xiiv. Print.
Works Cited: Other Print/Book Sources Certain book sources are handled in a special way by MLA style.
The Bible (specific editions)
Give the name of the specific edition, any editor(s) associated with it, followed by the publication information
The New Jerusalem Bible. Ed. Susan Jones. New York: Doubleday, 1985. Print.
Your parenthetical citation will include the name of the specific edition of the Bible, followed by an abbreviation of the book and chapter.verse(s), e.g., (New Jerusalem Bible, Gen. 1.2-6).
A Government Publication Cite the author of the publication if the author is identified. Otherwise start with the name of the government, followed by the the agency and any subdivision. Continue with title and other given information as given above.
Pamphlet or Vertical File - Use examples above. Start with the author, if given. Medical Effects of Smoking on Young Adults. Chicago: American Medical Association, 1989. Print.
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Works Cited: Electronic Sources
Online Databases If you're citing an article or a publication that was originally issued in print form that you retrieved from an online database (for example, NC WiseOwl or Student Resource Center Gold) to which your media center subscribes, you should provide enough information so that the reader can locate the article either in its original print form or retrieve it from the online database. You may add the URL if it is particularly helpful. Although you don’t have to list the electronic address on your cards or Works Cited page, you might want to copy and paste the address into a Word document for easy reference later.
Provide the following information in your citation:
• Author's name (if not available, use the article title as the first part of the citation) • Article title (in quotation marks) • Periodical name (italicized) • Series number or name (if given) • Volume number • Issue number • Publication Date • Page Number/Range • Database Name (italicized) • Medium (Web) • Date of Access
Muffett, Little Miss. “Proper Tuffett-Sitting.” Spider Times. 3:8. 3 Feb. 2007. 21+. Opposing Viewpoints. Web. 15 April 2009.
Database for Nonperiodical Publications
40
• Name of author, editor, compiler, or translator • Title of work (italicized) • Edition used • Number of volume used (If you are using only 1 volume of a multivolume work, give the number
of the volume you are using. If using more than one volume, give the total number of volumes in the set.)
• City of publication • Name of publisher • Year • Page number(s) or N. page. if no page numbers are given • Title of database or Web site • Medium of publication (Web) • Date of access (day month year)
Confused, R. U. Research for Dummies. 10th ed. 3 vols. Anywhere: Knowledge Press, 2009. 305 – 319. Research Central. Web. 10 June 2010. Enlightened, I. M. Research for Smarties. 2nd ed. Vol. 3. Anywhere: Knowledge Press, 2009. N. pag. Research Central. Web. 15 May 2010.
An Encyclopedia Article on the Web • Author’s last name, first name (if given). • Title of article (in quotation marks) • Title of online encyclopedia (italicized) • Title of online provider • Date of publication • Medium (Web) • Date of access
Jones, Clarence. “Cleopatra.” Encyclopaedia Britannica. Encyclopaedia Britannica Online. 2006. Web. 16 April 2007.
Web Sources
41
Web sites (in MLA style, the "W" in Web is capitalized, and "Web site" or "Web sites" are written as two words) and Web pages are usually the most commonly cited form of electronic resource today. Below are a variety of Web sites and pages you might need to cite.
An Entire Web Site • Name of author, editor, etc. • Name of Site (italicized) • Version or edition (skip if not available) • Name of institution/organization affiliated with the site; if not available, use N. p. (sometimes
found in copyright statement) • Date of posting/revision (day month year with no commas or n.d. if no date is available) • Medium of publication (Web) • Date you accessed the site (day month year with no commas – example: 10 May 2010)
It is necessary to list your date of access because web postings are often updated, and information available on one date may no longer be available later. Here are some examples:
The Owl at Purdue. The Writing Lab and OWL at Purdue and Purdue University. 26 Aug. 2005. Web.23 April 2006.
Felluga, Dino. Guide to Literary and Critical Theory. Purdue University. 28 Nov. 2003. Web. 10 May 2006.
If the publisher is not given, use N. p. If the publication date is not given, use n. d.
Example: Student, You R. A. Research Unlimited. 2nd ed. N. p. n. d. Web. 10 June 2010.
A Page on a Web Site • Author(s) (if given) • Title of Page/Article (in quotation marks) • Name of Web Site (italicized) • Name of Organization/Institution affiliated with the site • Date of posting/revision • Medium (Web) • Date you accessed the information
Stolley, Karl. "MLA Formatting and Style Guide." The OWL at Purdue. Purdue University Writing Lab. 10 May 2006. Web. 12 May 2006.
"How to Make Vegetarian Chili." eHow.com. Web. 10 May 2006.
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An Image, Including a Painting, Sculpture, or Photograph For works housed outside of an online home, include the following:
• Artist's name • Title (italicized) • Year the work was created (if unknown, write N. d.) • Institution name (e.g. the gallery or museum that houses it) • Name of city where the institution is located • Title of database or Web site (italicized) • Medium of publication (Web) • Date you accessed the image (day month year)
Goya, Francisco. The Family of Charles IV. 1800. Museo del Prado, Madrid. Art and Artists. Web. 22 May 2006.
For other images, cite as you would any other Web page, but make sure you're crediting the original creator of the image. Here's an example from Webshots.com, an online photo-sharing site ("brandychloe" is a username):
brandychloe. Great Horned Owl Family. N. d. Webshots.com. Web. 22 May 2006.
E-mail Interview • Name of writer. • "Title of the message” (taken from the subject line and enclosed in quotation marks) • Description of the message that includes the recipient • Date of the message • Medium of delivery
(MLA style capitalizes the E in E-mail, and separates E and mail with a hyphen.)
Goose, Mother. “Re: Haystacks.” Message to Little Boy Blue. 15 Sept. 1980. E-mail.
E-mail to You Kunka, Andrew. "Re: Modernist Literature." Message to the author. 15 Nov. 2000. E-mail.
Works Cited: Other Non-Print Sources
43
Films and Movies • Title of film (italicized) • Director • Performers (if relevant to your topic) • Distributor • Release year • Medium (Film)
If other information, like names of performers, is relevant to how the film is referred to in your paper, include that as well between the title and the distributor. If you are focusing on the performance of a certain actor or actress, begin your entry with that person’s name.
The Usual Suspects. Dir. Bryan Singer. Perf. Kevin Spacey, Gabriel Byrne, Chazz Palminteri, Stephen Baldwin, and Benecio del Toro. Polygram, 1995. Film.
If you refer to the film in terms of the role or contribution of a director, writer, or performer, begin the entry with that person's name, last name first, followed by role.
Lucas, George, Dir. Star Wars Episode IV: A New Hope. Twentieth Century Fox, 1997. Videocassette.
Broadcast Television or Radio Program • Name of the episode (in quotation marks) • Name of narrator, actors, directors, etc. • Name of the series or single program (italicized). • Name of network • Station call letters and city • Date of broadcast • Medium of reception
"The Blessing Way." Dir. George Jetson. The X-Files. Fox. WXIA, Atlanta, 19 Jul. 1998. Television.
Recorded Television Shows
44
Include information about original broadcast, plus medium of recording. When the title of the collection of recordings is different from the original series (e.g., the show Friends is in DVD release under the title Friends: The Complete Sixth Season), list the title that would help researchers locate the recording.
"The One Where Chandler Can't Cry." Friends: The Complete Sixth Season. Writ. Andrew Reich and Ted Cohen. Dir. Kevin Bright. NBC, Charlotte, 10 Feb. 2000. DVD. Warner
Brothers, 2004.
Sound Recordings • Composer, conductor, or performer • Album title (italicized) • Artist or Artists (if different from first named persons) • Label and year of release (if unknown, write n.d.) • Medium (for example, Audiocassette, CD, LP) • Entire Albums
List by name of group or artist (individual artists are listed last name first). Album title underlined or in italics, followed by label and year. Foo Fighters. In Your Honor. RCA, 2005. CD.
Waits, Tom. Blue Valentine. 1978. Elektra/Wea, 1990. Audiocassette.
Individual Songs Place the names of individual songs in quotation marks.
Nirvana. "Smells Like Teen Spirit." Nevermind. Geffen, 1991. CD.
Chesney, Kenny. “Everybody Wants to Go to Heaven.” Lucky Old Sun. Sony – BMG Music, 2007. CD.
Spoken Word Albums Treat spoken-word albums the same as musical albums.
Survey Survey. Cox Mill High School. Mr. Smith’s class. 2 April 2011.
45
Advertisement • Name of the product or company • Descriptive label (Advertisement) • Usual publication information (See above)
Southwest Airlines. Advertisement. Time 20 Nov. 2000: 151. Print.
Staples. Advertisement. CBS. 3 Dec. 2000. Television.
A Personal Interview Listed by the name of the person you have interviewed
Purdue, Pete. Personal Interview. 10 June 2010.
A Lecture or Speech
• Speaker name • Title of the speech (if any) in quotation marks • Details about the meeting or and sponsoring organizations • Its location and date • In lieu of a title, label the speech according to its type, e.g., Guest lecture, Keynote address, State
of the Union address
Stein, Bob. “Computers and Writing.” Young Writers Conference. Union Club Hotel, Purdue University, West Lafayette, IN. 23 May 2003. Keynote Address.
Cartoon or Comic Strip • Artist’s name • Title of the cartoon (in quotation marks) • Descriptive label (Cartoon or Comic strip) • Publication information (including city in brackets, if given [Chicago], date, and edition) • Medium of publication
Schultz, Charles. “Peanuts.” Comic strip. New York Times 30 July 2009, late ed., sec. 3:5. Print.
***Examples based on information from Modern Language Association. MLA Handbook. 7th ed.***
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Appendix C: SAMPLE OUTLINE AND RESEARCH PAPER
By studying the following outline and research paper excerpts, you can see the correct outline format and can also learn how an outline is used to organize the information in a research paper.
Hunter McKinney
Mrs. Poorman
AP English III
14 December 2010
Flight: Mankind’s Ultimate Achievement
I. Introduction
A. Overview
B. Thesis: The advent of powered flight, from its development by the Wright Brothers to
its early uses and continuing influence on both military and commercial applications,
has changed the world more rapidly than any other invention since the dawn of man.
II. Historical information
A. Chinese invention
B. European invention
C. Wright Brothers’ invention
III. Early experiences
A. Relocation
1. Indiana
2. Ohio
B. Work
1. Bicycle shop
2. Gliders
a. Test flights
b. Wind tunnel
* * * * *
47
McKinney 1
Hunter McKinney
Mrs. Poorman
AP English III
14 December 2010
Flight: Mankind’s Ultimate Achievement
Humans have always been explorers. No matter the size or value of the prize, they have
been compelled to explore, admire, and conquer any stretch of land accessible to them
("Introduction to Space Exploration"). In the past, they achieved such goals with the use of the
wheel, steed, and ship. These three elements influenced the way humans traveled, fought, and
transported goods. However, it was not until the invention of the airplane that humans became
invulnerable to geographical boundaries or hostile armies. The advent of powered flight, from its
development by the Wright Brothers to its early uses and continuing influence on both military
and commercial applications, has changed the world more rapidly than any other invention since
the dawn of man.
The concept of flight is not a new study. Both the Chinese and Europeans of the past
devised their own forms of flying devises. For the Chinese, it was the kite; for Europeans,
Leonardo da Vinci’s flying machine (Kinney X). Although these early devices could stay aloft,
they lacked the most important aspect of an aircraft: an engine. The accomplishment of powered
flight belongs to the famous Wright Brothers and their invention of the Wright Flyer.
Orville and Wilbur Wright were not exactly the most qualified to work on such a huge
project. Originally from Dayton, Ohio, the two moved to Richmond, Indiana, when they were
young. Because of this sudden move, neither earned a high school diploma. However, the
brothers later returned to Ohio and opened a bicycle shop. It was here that they began
experimenting with gliders, the most advanced flying machines at the time. The brothers built
upon the designs of others in hope of one day achieving powered flight. In all, the two tested
over one thousand glider flights before the Wright Flyer (Cain 29). They even built their own
wind tunnel to test their adjustments.
* * * * *
48
McKinney 2
The significance of the airplane was now understood by most nations following World
War I. The United States was one such example. Focusing on the airplane's military value, the
Army established an air corps. However, the "Roaring Twenties" was a time of peace and
prosperity, not war. It was during this time that aircraft became devoted to civilian aviation
pursuits ("Aviation"). All across America the airplane was being used to excite and move
citizens. The introduction of the barnstormers aided in spreading the airplane's influence to rural
areas across the United States. These daredevil pilots would perform aerial stunts and give rides
to those who always dreamed of flight. Together, the barnstormers brought the airplane home to
those who would otherwise never see one (“Aviation”).
* * * * *
Today, flight is a frequent experience for many. Each year, millions of passengers are
transported across the globe in the quickest form of mass transit in the world. People everywhere
depend on commercial flight to fuel economies, reunite relatives, and explore other lands. The
majority of other mass transportation systems have not been able to keep pace with the airline
industry (Goodman 34). However, flight has not only evolved to transport passengers but cargo
as well. With the introduction of companies such as FedEx, overnight shipping deliveries are
now a possibility. While mostly taken for granted today, one-day shipping was revolutionary
when it first emerged.
In all, the airplane has effectively revolutionized and shaped the world more rapidly than
any other technology in history. The progress that has followed the airplane has never subsided.
Currently, organizations such as NASA are working on projects that will eventually lead to
flights through space; the U.S. military has developed aircraft invisible to radar and is
experimenting with unmanned aircraft; and commercial industries are working toward more
advanced supersonic flights. Wilbur Wright once said, "I made the prediction that men would
someday fly, but that it would not be within our lifetime"(Cain 29). Clearly he was wrong.
49
McKinney 3
Works Cited
"Aviation." American Decades. Ed. Vincent Tompkins. Vol. 3. Detroit: Gale, 2001. CRSN. Web.
4 Dec. 2010.
Buckley, John. "Airplanes." Encyclopedia of Modern Europe: Europe 1789-1914: Encyclopedia
of the Age of Industry and Empire. Ed. John Merriman and Jay Winter. Vol. 1. Detroit:
Charles Scribner's Sons, 2006. 29-32. Gale Virtual Reference Library. Web. 4 Dec. 2010.
Cain, Karen Bradley. "Ford’s assembly line." Cobblestone May-June 2010: 29. Student Resource
Center - Gold. Web. 15 Dec. 2010.
Goodman, William C. "Transportation by air: job growth moderates from stellar rates." Monthly
Labor Review 123.3 (2000): 34. Student Resource Center - Gold. Web. 5 Dec. 2010.
"Introduction to Space Exploration." Space Exploration: Triumphs and Tragedies. Ed. Kim
Masters Evans. 2006 ed. Detroit: Thomson Gale, 2007. Opposing Viewpoints Resource
Center. Web. 3 Dec 2010.
Kinney, Jeremy. Airplanes: The Life Story of a Technology. Westport: Greenwood Publishing
Groups, 2006. Print.
Special Acknowledgement and Note to Students Thank you to Hunter McKinney, who allowed us to use excerpts from one of his research papers. Where you see asterisks (*****), we have omitted parts of the paper in order to conserve space. Parenthetical documentations (in-text citations) are highlighted to make them easier for you to see. You do not highlight them in your own paper. This research paper was printed with 1.5 spacing to save space. Correct MLA requires double-spacing for paragraphs. Some computer programs add extra space between paragraphs. Remove this extra space before submitting your paper.
50
Sources Used in the Preparation of This Manual
Works Cited
Axelrod, Rise B., and Charles R. Cooper. The St. Martin's Guide to Writing. 4th ed. New York: St. Martin's, 1994. Print.
Baker, Houston A., Jr. "The Economics of Douglass's Narrative." Douglass, 166-171. Print.
Cabarrus County Schools. Graduation Project Teachers’ Handbook. Spring 2007-08. Print.
Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. 1845. Ed. L. Andrews and William S. McFeely. New York: Norton, 1997. Print.
Gibaldi, Joseph, and Walter S. Achtert. MLA Handbook for Writers of Research Papers. 5th ed.
New York: MLA, 1999. Print.
---. MLA Handbook for Writers of Research Papers. 3rd ed. New York: MLA, 1988. Print.
Halbert, Harold William. “Integrating Quotes into a Paper (MLA Style).” Faculy.mc3.edu. The Center for Writing, Math, & Study Skills at Lehigh University. 3 June 2002. Web. 27 May 2008.
“How to Cite Sources.” OSLIS.org. Oregon School Library Information System. 2006. Web. 20 Sept. 2006.
McKinney, Hunter. “Flight: Mankind’s Ultimate Achievement.” Research Paper. Cox Mill High School.
2010. Print.
Modern Language Association. MLA Handbook for Writers of Research Papers. 7th ed. New York:
MLA, 2009. Print.
“Parenthetical Citations.” OSLIS.org. Oregon School Library Information System. 2006. Web. 20
Sept. 2006. Shakespeare, William. The Tragedy of Romeo and Juliet. Holt Elements of Literature: Third
Course. Ed. Laura Wood. Austin, TX: Holt, Rinehart and Winston, 2005. 829. Print. Writing Tutorial Services and the Trustees of Indiana University Bloomington. Web. March
2011. www.indiana.edu/~wts//>.